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dc.contributor.authorCavanagh, Robert
dc.contributor.authorKoehler, Matthew
dc.date.accessioned2017-01-30T10:56:46Z
dc.date.available2017-01-30T10:56:46Z
dc.date.created2014-03-24T20:00:43Z
dc.date.issued2013
dc.identifier.citationCavanagh, Robert and Koehler, Matthew. 2013. A turn towards specifying validity criteria in the measurement of technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education. 46 (2): pp. 129-148.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/6954
dc.identifier.doi10.1080/15391523.2013.10782616
dc.description.abstract

The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical investigations and measurements using the TPACK framework. This proposed seven-criterion lens may help researchers map out measurement principles and techniques that ensure reliable and valid measurement in TPACK research. Our critique of existing TPACK research using these criteria as a frame suggests several areas of theorizing and practice that are likely impeding the press for measurement. First are contradictions and confusion about the epistemology of TPACK. Second is the lack of clarity about the purpose of TPACK measurement. Third is the choice and use of measurement models and techniques. This article illustrates these limitations with examples from current TPACK and measurement based research and discusses directions and guidelines for further research.

dc.publisherInternational Society of Technology in Education
dc.titleA turn towards specifying validity criteria in the measurement of technological pedagogical content knowledge (TPACK)
dc.typeJournal Article
dcterms.source.volume46
dcterms.source.number2
dcterms.source.startPage129
dcterms.source.endPage148
dcterms.source.issn1539-1523
dcterms.source.titleJournal of Research on Technology in Education
curtin.department
curtin.accessStatusFulltext not available


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